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In this this article we discuss findings from an investigation of whether female student teachers would choose to study mathematics if it were optional for primary teacher education in Malawi. A mixed methods research methodology was used to collect data through survey and focus group discussions (FGDs). Five hundred and twenty three female students from 6 public teacher education colleges completed a questionnaire, and 160 of them participated in FGDs. A descriptive statistical analysis was...
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In this chapter we discuss professional growth of mathematics teacher educators through collaboration that was triggered by a professional development (PD) programme. Mathematics teacher educators at all eight public primary teacher training colleges in Malawi participated in the PD which ran from May 2016 to November 2018. In May and November two to three teacher colleges came together for a workshop, and in between, they conducted lesson studies at their colleges with guidance from the...
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This report learned from the experience of both Ebola and data management efforts to help inform post-Covid-19 recovery including a data architecture for a resilient education data ecosystem in Sierra Leone and elsewhere. This was built on the construction of a combined database containing Annual School Census data at the school level from 2015–2019, and at the district level from 2011–2013. Analysis of enrolment and Ebola case data highlighted the ongoing importance of geographical and...
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Whilst teacher education in Malawi seems to be afflicted by numerous challenges emanating from financial inadequacy and human resource constraints, widespread ownership of mobile technologies among student-teachers and versatility of the devices offer prospects for an improved academic environment. This study examines disciplinary variations in the diffusion of heutagogical use of mobile technologies among student-teachers at Domasi College of Education in Malawi. It is a case study...
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The outbreak of the coronavirus pandemic (SARS-COV-2) in December 2019 disrupted traditional forms of teaching and learning centred on face-to-face and in-class instruction. Governments enforced social distancing measures characterised by stay-at-home strategies and the closure of schools and other learning facilities. The government of Zimbabwe adopted radio broadcast as the primary tool for lesson delivery during the COVID-19. Contextually, Zimbabwe’s radio signals are only accessed by...
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This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of...
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With recent advances in high-resolution satellite imagery and machine vision algorithms, fine-grain geospatial data on population are now widely available: kilometer-by-kilometer, worldwide. In this paper, we showcase how researchers and policymakers in developing countries can leverage these novel data to precisely identify “education deserts” – localized areas where families lack physical access to education – at unprecedented scale, detail, and cost-effectiveness. We demonstrate how these...
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Centers Overview Centers Navigation Tool Click on your grade level to explore your grade's centers: <a href="#gid=1505511186">Grade K</a>,<a href="#gid=158243410">Grade 1</a>,<a href="#gid=929799869">Grade 2</a> Counting, Place Value and Fractions (without Operations),Operations & Algebraic Thi...
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Topic
Publisher
- Funda Wande (South Africa) (12)
- iACT (Roger Federer Foundation, Zambia) (6)
- Illustrative Mathematics (USA) (25)
- National Numeracy Programme (Malawi, FCDO) (14)
- National Strategies (maths, UK) (47)
- NCTEM (UK) (1)
- ndr.mw (Malawi) (35)
- Oak Academy (UK, not CC) (403)
- SAVE (Malawi, World Bank) (2)
- Science of Teaching (RTI, BMGF) (20)
- SSEIP (Sierra Leone) (193)
- T-TEL (Ghana, FCDO) (37)
- University of Malawi (219)
Type
- Research evidence (206)
- Resources (649)
Education Level
- 1. Primary (1-8) (464)
Country
- Ghana (GHA) (38)
- Malawi (MWI) (278)
- Sierra Leone (SLE) (194)
- South Africa (ZAF) (12)
- United Kingdom (UK) (450)
- United States (USA) (27)
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- Between 1900 and 1999 (35)
- Between 2000 and 2024 (569)
- Unknown (535)